语文“学习情境”解读辨误与设计原则  

Analysis of the Concept of Chinese Learning Situation and Its Basic Design Principles

作　　者：李百玲 施茂枝 LI Bailing;SHI Maozhi

机构地区：[1]泉州市第二实验小学,福建泉州362000 [2]厦门东海职业技术学院

出　　处：《天津师范大学学报(基础教育版)》2025年第1期49-54,共6页Journal of Tianjin Normal University(Elementary Education Edition)

摘　　要：“学习情境”实为这样的学习环境:让学生承担适应现实生活中真实需求的语文学习任务,具有与之相适配的语文学习资源;促使学生真正成为语文实践的主体,并在适宜的实践活动中获得运用语言文字解决有意义的实际问题的语文核心素养。当下对“学习情境”的误读较为普遍,有将其视同“语境”、混同“情境教学”、等同社会生活等。研究认为,语文“学习情境”源于生活中语言文字运用的真实需求,服务于解决现实生活的真实问题。这是设计“学习情境”的基本原则,秉持此原则,创设“学习情境”可把握以下“四性”:语文生活的多样性、课程领域的差异性、义务教育的基础性、学习主体的适应性。Learning situation is a kind of learning environment in which students are required to undertake Chinese learning tasks that are adapted to the needs of real life,and have approriate language learning recourses,make students take the dominant role in undertaking practical activities and acquire the core literacy of solving meaningful real problems with Chinese language.At present,there is a common misunderstanding of the meaning of learning situation.For example,it is confused with context,situational teaching approach and real social life.According to the research,learning situation comes from the real needs of using Chinese language and solving read life problems.That is the basic principle of designing learning situation.Adhering to this principle,teachers must grasp four features,which are the diversity of Chinese linguistic environment,the differences in curriculum areass,the fundamentality of compulsory education and the adaptability of learning subjects.

关 键 词：语文“学习情境” 《义务教育语文课程标准(2022年版)》 情境认知 情境学习 语境 

分 类 号：G623.2[文化科学—教育学]